Part 1: Pre-Assessment and Implementation
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Grade level of mentor class: K-8 Standards being taught in mentor class: Students in this class to understand the meaning and use linear equations and statements. Thus, they can use this knowledge to analyze, and solve various problems presented in class. In this case, they should be able to understand all variables in the equation. Description of unit being taught in mentor class: |
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150-200 word description of Pre-assessment: To start with, learners in the classroom experience did not know the concept of algebra. Their participation in class was not ideal. For instance, they did not correctly respond to quizzes and questions asked by the teacher. For example, only a few were able to effectively respond that demand them to establish the value of "a" in a simple equation. Out of 40 learners in the classroom, only eight were to solve "a + 5 = 12, what is the value of a?" In this class, learners are supposed to have attained an objective of mastering algebra basics. This would enable them to solve the value of "a" in the equation and other similar mathematical equations. Therefore, there exists a learning gap in the majority of learning in the class. These learners have particular needs that need to be implemented to enable them to improve. For instance, learners in this specific class need enough learning materials and resources. Besides, they also require close supervision by the teacher and incorporation of technology to enhance the impact of the lesson. Therefore, knowledge concerning the learning gap and needs in this class will be instrumental in the development of an effective lesson plan for the class. |
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Feedback from mentor teacher: The whole pre-assessment exercise was effective in determining the learning gap and needs of learners. If these needs are implemented, the learning objective of the lesson would be met, and the learning gap with significantly reduced |
Part 2: Reflection
It was expected that learners would perform well and meet the learning objective of the lesson. The performance indicated that they have not attained the objective, which provides all learners in K-8 should be able to understand the basis of algebra. This entails solving simple algebraic equations. Therefore, their performance and expectations depict a learning gap that needs to be covered. Besides, the performance and the learning gap indicated that the learners need more attention from the teacher. In this case, their progress can be tracked, and they can be given more targeted instructions. Teachers can also be able to come up with more effective teaching strategies to enhance learning processes. Learners in this class also need other learning materials and resources such as technology, flowcharts, recorders, pictures, and flashcards. Therefore, the pre-assessment conclusively determined the learning gaps and the needs of learners in this particular class.
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However, I experienced some challenges that were experienced during the whole pre-assessment process. First, it was challenging to incorporate technology in the pre-assessment session. For instance, I found it challenging to integrate the projector together with other aids such as wall charts. Then also, the time allocated for the pre-assessment was wholly limited for me to ascertain details concerning the learning gap and the needs of learners. Besides, it was not possible to determine individual learning gaps and needs since time was limited. Therefore, these challenges undermined by the pre-assessment process.
Furthermore, findings in this research can be used to enhance the quality and impact of learning procedures in the future. First, I will recommend that teachers be provided with enough teaching resources and materials. As a teacher or a profession in the education sector, I will present this recommendation to heads of education. In addition to this, I will use the result to offer my submission to the curriculum revision committee detailing changes that would enhance learning in k-8 learners. In this case, I will suggest that the objectives of learning should be broken down into smaller achievable ones. This would make it easier for teachers to track learners’ progress and come up with proper measures on how to improve their performance.
